11(1 iimpp4t ed 030 771 by

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ED 030 771 08 VT 009 005By.-Meckley. Richard F.. And OthersA General Guide for Planning Facilities for Occupational Preparation Programs. Final Report. Research SeriesNo. 38.

Ohio State Univ., Columbus. Center for Vocational and Tee.nical Education.Spons Agency-Office of Education (DHEW), Washington. D.C. Bureau of Research.Bureau No -BR -7 -0158Pub Date Jun 69Grant -0EG -3 -7 -0001(38.-2037Note -87p

v

Available from-Center for Vocational andt Technical Education, The Ohio State University. 1900 Kenny Road.Columbus, Ohio 43210 ($2.00)

EDRS Price ME -$0.50 HC -$4.45Descriptors -Bibliographies, Check Listt, *Educational Facilities, *Educational Specifications. *FacilityGuidelines. Facility. Requirements, *School Planning, Technical Education, *Vocational Education

Pivotal, questions about the educational program to be offered are posed..andthe answers bear. directly on the preparation of educational specifications. RecentInstructional trends are incorporated, and provision is made for the development, of aparticular school's philosophy of education regarding' program objectives, teachingactivities, and learning activities, as a preliminary step in the development of facilityrequirements. Two important factors which influence .facility .requirements are (1)modes of learning which include action. reaction and interaction learning: and (2)specialized versus multi-use space for which lecture/demonstration areas. seminarareas and laboratories must be considered. A major portion of the document is in acheck list format which allows for consideration of alternatives in developing facilityrequirements. A bibliography of 89 reference sources .offers-, a more detailedtreatment into the various phases .of facility planning. A related document.is ED 026537. (CH) i

IS

P

GENERAL GUIDEFOR PLANNING

FACILITIES FOROCCUPATIONAL

PREPARATIONPROGRAMS

THE CENTER FOR VOCATIONALAND TECHNICAL EDUCATION

THE OHIO STATE UNIVERSITY1900 Kenny Rd., Columbus, Ohio, 43210

The Center for Vocational and Technical Education hasbeen established as an independent unit on The Ohio StateUniversity campus with a grant from the Division ofComprehensive and Vocational Education Research, U. S.Office of Education. It serves a catalytic role inestablishing consortia to focus on relevant problems invocational and technical education. The Center iscomprehensive in its commitment and responsibility,multidisciplinary in its approach, and interinstitutionalin its program.

The major objectives of The Center follow:

1. To provide continuing reappraisal of therole and function of vocational and tech-nical education in our democratic society;

2. To stimulate and strengthen state, regional,and national programs of applied researchand development directed toward the solutionof pressing problems in vocational andtechnical education;

3. To encourage the development of research toimprove vocational and technical educationin institutions of higher education andother appropriate settings;

4. To conduct research studies directed towardthe development of new knowledge and newapplications of existing knowledge invocational and technical education;

5. To upgrade vocational education leadership(state supervisors, teacher educators,research specialists, and others) throughan advanced study and inservice educationprogram;

6. To provide a national information retrieval,storage, and dissemination system forvocational and technical education linkedwith the Educational Resources InformationCenter located in the U. S. Office ofEducation.

V

fftl

OP.1,

RESEARCH SERIES NO. 38

FINAL REPORTON A PROJECT CONDUCTED UNDER

PROJECT NO. 7-0158GRANT NO. 0EG-3-7-000158-2037410.71%

(;14,NERAI, (AIME FOR PLAANNING FAC11,1TIES

I OR OCCIll ATIONAL 1 114:1 AR ATION PRO6RANISU.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

RICHARD Fi BECKLEY LIVAN E. VALENTINEMB JI CONRAD

THE ,CENTER FOR VOCATIONAL AND TECHNICAL EDUCATIONSTATE UNIVERSITY.1900 KENNY ROAD

COLUMBUS; OHIO 43210

JUNE 1969

This publication was prepared pursuant to a grant with the Office ofEducation, U.S. Department of Health, Education and Welfare. Contractorsundertaking such projects under Government sponsorship are encouraged toexpress freely their judgment in professional and technical matters. Points ofview or opinions do not, therefore, necessarily represent official Office ofEducation position or policy.

Li

FOREWORD

One of the most fundamental concerns in planning for voca-tional and technical education facilities is that of assuring thateducational requirements dictate the nature of the facilities.Other concerns include planning a sufficiently adaptable andflexible structure to permit needed modifications and programmaticchanges over the lifetime of the building. Experiences have shownthat adequate manuals and guide materials can provide substantialwsistance in planning educational facilities. This document isa guide for planning facilities for occupational preparationprograms. The information recorded in the guide is to be usedin the preparation of educational specifications.

The guide lists a series of pivotal questions about theeducational program to be offered. The answers to these programquestions bear directly on the numbers and kinds of instructionalareas needed in the contemplated facilities. After programdecisions are recorded, the guide provides for the descriptionof instructional areas needed to meet program requirements. Muchof the material is presented in a checklist format which allowsfor consideration of alternatives in facility planning.

The guide was designed for use by any person or groups ofpersons responsible for planning occupational education programs.It is anticipated that knowledgeable persons such as occupationaleducation instructors, state supervisors, university school plantplanners, and local administrators will find the guide a usefulplanning tool. The guide can also be used for instructionalpurposes at universities, colleges, seminars, and institutes.

This guide is one of a series of 15 developed forfacility planning by The Center for Vocational and TechnicalEducation. It is a general guide which can be used to planfacilities for a single occupational preparation program, twoor more such programs, or an entire school. The other 14guides in the series were each designed to assist in the planningof instructional spaces for specific occupational preparationprograms. A listing of these guides is found on page 5 .

The Center project staff, Richard F. Meckley, Ivan E.Valentine, and Zane McCoy, is grateful to the many individualsand groups whose assistance and suggestions led to the successfulconclusion of the project. Special recognition is due M. J.Conrad, head, Administration and Facilities Unit, School ofEducation, The Ohio State University, and E. J. Morrison,Coordinator of Centbr Research and Development Projects.

RobeAt E. TatiZotDirectorThe Center for Vocational

and Technical Education

CONTI:ANTS

PART I INTRODUCTION

3 Purpose of Guide3 Organization of Guide4 Underlying Assumptions4 Guiding Principles5 Recent Instructional Trends5 Limitations of the Guide

PART II THE INSTRUCTIONAL PROGRAM

7 Educational Philosophy9 Educational Objectives

11 Occupational Preparation Programs to be Offered12 Directions for Completing Form A14 Form A--General Program Information15 Directions for Completing Form B17 Form B--Specific Program Information

PART III FACILITY REQUIREMENTS

19 Learning Area Requirements22 Directions for Completing Form C24 Form C--Learning and Auxiliary Space Requirements34 Form D--Description of Lecture/Demonstration Areas38 Form E--Description of Seminar Areas41 Form F-1--Description of

Laboratory Areas44 Form F-2--Desctiption of

Laboratory Areas47 Form F-3--Description of







Laboratory Areas

4

68 Form F-10--Description ofLaboratory Areas

71 General Facility Requirements73 Form G--General Facility Requirements76 Form H--Additional Considerations77 Form I--Summary of Total Facility Requirements78 Educational Specifications

PART IV

79 Bibliography

vi

A G14,NMAL GIME FOR PLANNING FAACILITIES

FOR OCCUPATIONAL PREPARATION PROGRAMS

PART I

INTRODUCTION

PURPOSE OF GUIDE

The major purpose of this document is to provide guidance inthe systematic planning of facilities to house occupationalpreparation programs. The information recorded on the followingpages will be of value in the writing of educational specificationsfor secondary, post-secondary, junior and community collegeoccupational preparation facilities.

In addition to its major purpose as a planning document fordevelopment of educational specifications, the guide is alsodesigned to assist in the formation of creative solutions to thehousing of desired educational programs and to prevent importantconsiderations from being overlooked in the planning process.

ORGANIZATION OF GUIDE

The guide for planning facilities for occupational preparationprograms is sequentially subdivided into four principal headings orparts.

Part I (Introduction) is a discussion of the major purposes,underlying assumptions, guiding principles, recent trends,and limitations of the guide.

Part II (The Instructional Program) important information issought on overall school philosophy and objectives and thenumber and nature of specific occupational programs to beoffered.

Part III (Facilities to be Provided) the actual areas desiredto house the programs outlined in Part II are described bothquantitadvely and qualitatively.

Part IV is a bibliography of reference sources which offer amore detailed tleatment into the various phases of facilityplanning.

aV

UNDERLYING ASSUMPTIONS

Important assumptions were made in the preparation of thisplanning guide. They were:

Major educational program decisions have or are being made.Content of instruction has been determined through occupa-tional educational surveys, advisory committees, board ofeducation study, etc. Methods of instruction have beendetermined by appropriate educational personnel, includinglocal staff members.

A cooperative and collaborative relationship has beenestablished with knowledgeable local agencies who are awareof economic, political, and social conditions which mustbe taken into account in short- and long-range educationalplanning.

Educational, economic, political, and social planning hasrevealed the approximate numbers and kinds of students(school-age and adult) to be served by the proposed school.Such information has been provided by enrollment projections,census tract data, student interest studies, etc.

The information recorded in this document will be used inthe preparation of educational specifications for use byan architect(s) in facility design.

Sufficient funds are or can be made available to supportboth the provision of facilities and the operation of thedesired occupational preparation programs.

GUIDING PRINCIPLES

In planning facilities to house occupational preparationprograms, it is suggested that educational program and facilitydecisions be consistent with the following guiding principles.

The educational program is the basis for planning spaceand facilities.

Space and facilities should be planned to accommodatechanges in the educational program.

The program should be planned to serve the needs of avariety of groups in the community.

Space and facilities for the program can be extendedthrough the use of community resources.

Safe and healthful housing must be provided for allstudents.

Space and facilities for occupational preparationprograms should be considered in context with the totaleducational program of the institution and the community.

4

1-,

ii

ii

RECENT INSTRUCTIONAL TRENDS

Expanded programs to reach not only the average and thosewho are college bound, but also the unusually gifted, thephysically handicapped, the mentally retarded, and theculturally disadvantaged are needed and being provided byoccupational preparation programs.

Cooperation among instructors in developing interdisciplinaryunits or courses is increasing. Cooperative instruction isencouraged and facilitated by the proximity of instructionaland work areas where the teachers can plan together andproduce instructional materials.

Mobile equipment and convenient space for storing it ismaking the same space available for many purposes andresulting in more effective and efficient use of space.

Mechanical and electronic teaching aids are being utilizedto a greater degree by instructors in occupationalpreparation programs. To some extent, the effective useof such devices depends upon the accessibility andconvenience of storage.

LIMITATIONS OF THE GUIDE

Although this guide is designed to assist in the planning offacilities for a single occupational preparation program, two ormore such programs, or an entire school, it is of necessitygeneral in nature and fails to provide comprehensive planningalternatives in specific occupational programs.

A partial solution to this problem may be achieved throughthe use of facility planning guides prepared by The Center forVocational and Technical Education, The Ohio State University.Guides are available for Occupational preparation programs in:

Auto Mechanics

Animal Science

Business and Office Occupations

Data Processing

Dental Assistants

Dental Hygienists

Dental Lab Technicians

Electrical Technology

Home Economics

Machine Trades

Medical Assistants

Medical Secretaries

Medical X-Ray Technicians

Metallurgy Technology

To plan facilities for occupational programs not included above,planners should utilize available reference materials and employ theexpertise of vocational-technical educators to achieve best results.The format of this buide should provide a vehicle for documentinginformation gleaned from these sources.

5

PART II

THE INSTRUCTIONAL PROGRAM

In this section of the guide, important educational programdecisions relating to the school's educational philosophy,objectives, and specific occupational preparation programsare recorded.

EDUCATIONAL PHILOSOPHY

A school's philosophy of education provides a framework fromwhich program objectives and teaching and Zearning activitiesdesigned to meet these objectives can be derived. In the finaZanalysis, it is the numbers and kinds of instructional and Zearningactivities to be carried on which shouZd determine facility needs.

Indicate below the degree to which each statement is inagreement with the planned school's philosophy of education bycircling the appropriate number. The scale provided for thispurpose is as follows: 1 = major emphasis; 2 = some emphasis;3 = slight emphasis; N = no emphasis.

1. Purpose of program

a. The purpose of the school is thepreparation of students for gainfulemployment.

b. The purpose of the school is thepreparation of students for entryinto further educational trainingprograms.

c. The purpose of the school is toprovide occupational opportunitiesfor disadvantaged students.

1 major emphasis2 some emphasis3 slight emphasisN no emphasis

1 2 3 N

1

1 2 3 N

7

d.


The purpose of the school is to providestudents with skills for improving and

e.upgrading employment opportunities.The purpose of the school is to provide

1 2 3 N

f.students with academic skills.The purpose of the school is to promote

1 2 3 N

g.social, economic, and cultural understanding.The purpose of the school is to providesocial services (health, recreation, etc.)

1 2 3 N

h.to all members of the community.Other statements of program purposes whichshould be included are:

1 2 3 N

1)

1 2 3 N2)

1 2 3 N3)

1 2 3 N4)

1 2

2. Students

a.

b.

Student admission to the school is basedon selective criteria. These criteria include:1)2)

3

4

Much emphasis is placed on the learning of

c.manual skills by students.Much emphasis is placed on the learning of

1 2 3 N

d.theory by students.Students have freedom of movement and access

1 2 3 N

to learning materials. 1 2 3 Ne.f.

Students are encouraged to act independently.Students of all ages and backgrounds are

1 2 3 N

g.admitted to the school's programWhen appropriate, cooperative workexperience for students outside the

1 2 3 N

h.school is highly desirable.Other statements of philosophy inrelationship to students which shouldbe included are:

1 2 3 N

1)

1 2 3 N2)

1 2 3 N3)

1 2 3 N4)

1 2 3 N

8


3. Instruction

a. The instructional approach is multi-disciplinary. If so, describe. Yes No

b. Cooperative or team instruction ispreferable to the one-instructor approach. 1 2 3 N

c. The community is a source of many resourceswhich can supplement instruction in theschool.

1 2 3 Nd. Content and method of instruction are

constantly changing in a rapidly changingsociety.

1 2 3 Ne. Other statements of philosophy in relation

to instruction which should be included are:1)

2)

3)

4)

EDUCATIONAL OBJECTIVES

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

Educational objectives are often identified as goals oroutcomes of the educational program. An objective shouZd describea desired educational outcome that is consistent with a school'sphilosophy.

Objectives are important to both the pZanner and the architectsince they determine the school's program and related activities.They provide important implications which when transZated intofacilities can both enhance as well as adequately house the desiredprogram. Thus it becomes imperative to clearly estabZish theprogram objectives prior to developing educational specificationsand subsequent building design.

Indicate below the degree of emphasis which will be placedon the objectives listed by circling the appropriate number. Thescale provided for this purpose is as follows: 1 = major emphasis;2 = some emphasis; 3 = slight emphasis; and N = no emphasis.


The school's educational program objectives are:

1. To prepare students for entry into gainfulemployment.

2. To motivate and recruit capable and qualifiedstudents to enroll in post-high school.

3. To help prepare individuals to be effectivecitizens by offering appropriate courses ofinstruction.

4. To provide pre-professional educational trainingfor students who plan to enter colleges anduniversities.

5. To provide students with a wide range of co-curricular activities. These activities willinclude:

a.

b.c.d.

6. To provide a community school which will beavailable to members of the community at alltimes.

7. To develop in students the following kinds ofspecific and measurable knowledges and skills:

a.b.c.

d.

e.f.

g.h.i.

j.

8. Other educational program objectives of theschool include:

a.

b.

c .

10

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N

1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N

1 2 3 N

1 2 3 N

1 2 3 N

d.


OCCUPATIONAL PREPARATION PkOGRAMS TO BE OFFERED

Forms A ard B are provided for recording information on theschool's desired vducational program. Form A requests general orschool-wide information; Form B requests specific information oneach occupational preparation program to be offered. Directionsand illustrations are provided for each form.

11

DIRECTIONS FOR COMPLETING FORM A

GENERAL PROGRAM INFORMATION

Item 1 Name of School Being PlannedEnter here the name which is proposed for the school to be

planned and constructed.

Item 2 Address--Enter here the street (or route number), the city, and the state where the

school is to be located.

Item 3 Projected Maximum Student EnrollmentsEnter here the school-wide projected or estimated

maximum student enrollments for each of the categories shown.

Item 4 Time Schedules--Enter here the length of the school's daily periods or time modules in

minutes; the school's total periods or modules per week; the number of days per week the

school will be open for instruction; and the number of weeks per year the school will be

open for instruction.

Make these entries for each of the categories shown.

Name of School Being Planned

SAMPLE FORM A


Madison Vocational and Technical School

Address

1234 Main Street

Madison, Lafayette 98765

PROJECTED MAXIMUM STUDENT ENROLLMENTS

TIME SCHEDULES

School

Males

Females

Total

Time in Minutes

for Each Period

or Module

Periods or

Modules

per

Week

Days of

Instruction

per Week

Weeks of

Instruction

per Year

Day

750

250

1,000

40

45

536

Night

250

100

350

60

10

650

Other

00

00

00

0

TOTALS

1,000

350

13350

co

r- m -n 0 7:7

Name of School Being Planned

FORM A


Address

PROJECTED MAXIMUM STUDENT ENROLLMENTS

TIME SCHEDULES

,

School

Males

Females

Total

Time in Minutes

for Each Period

or Module

Periods or

Modules per

Week

Days of

Instruction

per Week

Weeks of

Instruction

per Year

Day

Night

Other

TOTALS

DIRECTIONS

SPECIFIC

FOR COMPLETING FORM B

PROGRAM INFORMATION

Column 1

games of Occupational Preparation Programs--Enter here the name of each occupational

preparation program to be offered (e.g., commercial baking, computer programming, etc.).

Make a separate entry for each occupational preparation program.

Column 2

Projected Maximum EnrollmentsEnter here, for each occupational preparation program to

be offered, the projected maximum enrollment under each of the categories shown.

Column 3

Time Schedules--Enter here, for each of the occupational preparation programs to be

offered, the number of periods per week each student will attend classes directly

related to the occupational preparation program and in other classes, such as English

and mathematics, the number of days per week, and the number of weeks per year the

classes will meet for both day and night schools.

SAMPLE FORM B

SPECIFIC PROGRAM INFORMATION

(1)

NAMES OF

OCCUPATION

PREPARATION

PROGRAMS

(2)

PROJECTED MAXIMUM ENROLLMENTS

(3)

TIME SCHEDULES

Occupational Preparation

Program Classes

Other Classes

MALES

FEMALES

PERIODS,

MODULES

PER WEEK

DAYS PER

WEEK

WEEKS PER

YEAR

PERIODS,

MODULES

PER WEEK

DAYS PER

WEEK

WEEKS PER

YEAR

School

Total

School

Total

School

School

School

School

School

School

Day

Night

Day

Night

Day

Night

Day

NightDay

Night

Day

Night

Day

Night

Day

Night

Chem. Lab

1.Tech.1

30

030

10

010

10

05

036

030

05

036

0

Child

2.Care Aide

50

10

60

20

10

55

36

50

20

05

036

0

3.

4.

5.

6. 7.

8.

9.

10.

1. *Note:

If students are enrolled in occupational preparation programswhich cannot be classified as

being offered in either day or night school, describe on

the back of this form.

/The information recorded for the sample Chemical Laboratory Technology program

indiLates that 40

students (30 boys and 10 girls) are enrolled in day school only;

that each student spends 10 periods

or modules per week, 5

days per week, 36 weeks per year in Chemical Lab Technology courses;

and that

each student spends 30 periods or modules per week, 5 days perweek and 36 weeks per year in other

classes.

FORM B

SPECIFIC PROGRAM INFORMATION

(1)

NAMES OF

OCCUPATION

(2)

PROJECTED MAXIMUM ENROLLMENTS

(3)

TIME SCHEDULES

*Occupational Preparation

Program Classes

Other Classes

PREPARATION

PROGRAMS

MALES

FEMALE S

PERIODS,

MODULES

PER WEEK

DAYS PER

WEEK

WEEKS PER

YEAR

PERIODS,

MODULES

PER WEEK

DAYS PER

WEEK

WEEKS PER

YEAR

School

Tl

t oaoal

School

T t

School

School

School

School

School

School

Day

Night

Day

Night

DayiNight

Day

Night

Day

Night

Day

Night

Day

Night

Day

Night

. .

4. .

6. .

8.

9.

10.

111. *Note:

If studeats are enrolled in occupational preparation programs which cannot be classified as

being offered in either day or night school, describe on the back

of this form.

FACILITY REQUIREMENTS

The numbers and kinds of facilities required to house theoccupational preparation programs described in Part II are recordedin this section of the guide.

LEARNING AREA REQUIREMENTS

The number and kind of learning areas required depend largelyon two important factors. The first factor relates to the relativetime commitments devoted to different methods or modes of studentlearning in a given occupational preparation program. The secondfactor relates to the degree of specialized use versus multi-use ofinstructional areas. These two factors are discussed below.

Modes of learning. Learning can be divided into three ratherdistinct modes--reaction learning, interaction learning, andaction learning.

Reaction learning is characterized by activities which tendto be largely teacher-centered with the central focus oninstruction. Student activities include listening, observingand the taking of notes. Group size for reaction learning mayvary from one to 50 to 100 or even 1,000 students as the number haslittle effect on the learning experience if proper technologicalaids are used. Because student activities are relatively passive,a short time span is normally employed. An example of a reactionlearning activity is the showing of a film on surgical techniquesto all students enrolled in animal science technology programs.

Interaction learning is characterized by both the teacher andlearner actively participating as both listeners and speakers.This mode of learning, of course, must occur in groups. Sociologi-cal research, however, suggests these groups should not exceed 15persons for optimal effectiveness. Interaction learning of allstudents generally requires a longer time span than reactionlearning. An example of interaction learning is a small-groupdiscussion of proper techniques of caring for handicapped childrenin a child care aide training program.

Action learning is characterized by the individual studentlearning by doing. Learning occurs on an individual basis;however, students may function in a group setting. In some ofthe more flexible types of educational programs students arescheduled for action learning entirely on an individual basis.An example of action learning is an individual student learningthe concept of Young's Modulus of Elasticity through use of tensiletesting machine in a metallurgical laboratory.

Specialized versus multi-use of space. The relative amountsof time to be spent by students in a given occupational program inreaction, interaction, and action learning has definite implicationsfor the number and kind of areas to be provided. These timeconsiderations combined with decisions on the degree of speciali-zation versus multi-use help determine the nature of facilitiesrequired. Since most vocational programs have concentrated onaction learning experiences, facilities designed for a particularvocational program have seldom provided adequate reaction andinteraction facilities because of the limited utilization of suchspaces. However, if the learning activities in any vocationalprogram are broken down into the modes of learning, it will benoted that reaction and interaction spaces are the same Tegardlessof the vocational area. Therefore, by providing common reactionand interaction spaces for all vocational programs, the most moderntechnological aids can be justified which, in most cases, willpermit lectures, demonstrations and other group reaction learningexperiences for groups larger than typically used in ocationaleducation programs. Not only will group reaction learning beimproved but more time will become available for the professionalstaff to work with individuals and small groups in interactionand action learning activities.

Scheduling group reaction and interaction learning experiencesinto sepcialized facilities permits complete flexibility in theuse of the action learning laboratories on an open individualizedbasis since students would no longer need to be scheduled into theaction learning laboratories on a sepcific class basis. This willpermit 100 percent room utilization of the action learninglaboratories and also permit the introduction of differentiatedstaff assignments into vocational education.

The open laboratory concept also permits the planned sharingof certain specialized equipment which may be required by two ormore vocational programs.

If the decision is made to provide specialized and separateareas for one or more of the principal methods or modes of learning,then the following areas should be provided.

Lecture/demonstration areas--provided for reaction learning(emphasis is on instruction; student group size can be large;electronic and other teaching aids can be used).

Seminar areas--provided for interaction learning (emphasis is onstudent interaction; small group size is desirable).

Laboratoriesprovided for action learning (emphasis is onindividual laboratory work; instructor normally assistsstudents individually).

20

Very often, however, occupational programs call for combina-tion or multi-use areas in which more than one mode of studentlearning can occur (e.g., combination laboratory and lecture/demonstration area). Decisions on the number and specializedand multi-use areas are recorded on Form C. A sample Form C isincluded for illustrative purposes. Decisions should beconsistent with educational program objectives.

The numbers of various kinds of learning areas are recordedon Form C's for each occupational preparation program to beoffered. Forms D, E, and F, which follow, are for the purpose ofdescribing the kinds of lecture/demonstration, seminar, andlaboratory areas desired, respectively. A separate Form Fshould be completed for each laboratory area required.

21

DIRECTIONS FOR COMPLETING FORM C

LEARNING AND AUXILIARY SPACE

REQUIREMENTS

For each occupational

preparation program to be housed

in the planned new facility,

complete a separate Form C as

illustrated in the Sample FormC on the next page.

A

SAMPLE FORM C

LEARNING AND AUXILIARY SPACE REQUIREMENTS

Occupational Preparation Program

Veterinary Assistant--Small Animal HospitaZ

Instructional

Areas

Required

Number

Required

Student

Capacity

Each

,

In Combination With

LEARNING AREAS

AUXILIARY AREAS

Lecture/

Demonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number

Storage

Area

.

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIRED::

100

%1

No

Yes

ell

2CM

N

160

Yes

igr

Yes

tTOVet.Sci.

YesM

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

..

Yes

No

SEMINAR

AREAS

REQUIRED--

15

Yes

(I)

Yes

fRo

A.

Care

Yes

425,

Yes

No

Yes

No

Yes

No

Yes

No iYes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

20

'AM

No

Yes

CD

Vet. Sci,.

21

No

115

Yes

CD

en)

NoAn. Care

1llar*

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

DSummary of Area Requirements

1.2 Lecture/demonstration areas with a

student capacity of 100 each and 2 rest rooms

and storage areas

2.1 Veterinary science laboratory area

(20-student capacity) and 1 lecture/demon. area

(60-student cap.)

3.1 Animal care laboratory area

(15-student ca acity) and 1 seminar area

(15-student ca acit

4. Storage areas

required for both laboratories

5.2 Instructors' offices adjacent or nearvet. sci. area; 1 instructor's

office near animal care Zab.

6.1 Area library for veterinary

science laboratory

::Emphasis on instruction and student reaction;

student groups size can be large; electronic

and other

teaching aids may be used.

"Emphasis on student interaction in small

seminar groups; small group size

desirable.

Emphasis on individual student action; instructor

normally assists students individually.

r- m 0 XI

A

FORM C



Instructional

reas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING

AREAS

AUXILIARY AREAS

ecture/

semonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number)

Area

Storage

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIRED::

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2.

3.

4. E.

6. .Emphasis on instruction and student reaction;

student groups size

can be large; electronic and other


=Emphasis on student interaction in small

seminar groups; small group size desirable.

^=Emphasis on individual student action;

instructor normally assists students

individually.

-11 0

A

FORM C



Instructional

areas

'equired

Number

Required

Student

Capacity

Bach

In Combination With

LEARNING

AREAS

AUXILIARY AREAS

Lecture/

Demonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

.

(number)

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

REQUIREDx

Yes

No

Yes

No

.Yes

No

SEMINAR

REAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

77-s

----

10Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No_

D Summary of Area Requirements

1.

2.

3.

4. s. 6.

IN)

=Emphasis on instruction and student reaction; student groups size can be large;

electronic and other


=Emphasis on student interaction in small seminar groups; small group size

desirable.

===Bmphasis on individual student action; instructor normally assists students

individually.

FORM C



Instructional

kreas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING AREAS

AUXILIARY AREAS

ecture/

B emonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number)

StoragelOther

Area

LECTURE/

DEMONSTRATION

AREAS

REQUIRED

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2.

3.

4.

s.

6. lEmphasis on instruction and student reaction; student

groups size can be large; electronic and other


Emphasis on student interaction in small seminar

groups; small group size desirable.

--Emphasis on individual student action; instructor

normally assists students individually.

FORM C


REQUIREMENTS

Occupational PreparationProgram

Instructional

Areas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING

AREAS

AUXILIARY AREAS

ecture/

emonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIREDx

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED---

Yes

No

Yes

No

Yes

No

Yes

_

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2.

3. 4. s. 6. 14Emphasis on instructionand student reaction;

student groups size can be

large; electronic and other

4teaching aids may be used.

"xEmphasis on student

interaction in small seminar groups;

small group size desirable.

xxNEmphasis on individual

student action; instructornormally assists students

individually.

03

FORM C



Instructional

reas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING

AREAS

AUXILIARY AREAS

ecture/

memonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number)

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIREDx

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

Yes

No

Yes

No

,

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED---

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2,

3.

4. s. 6. 1:Emphasis on instruction and student reaction; student

groups size can be large; electronic and other


Emphasis on student interaction in small seminar

groups; small group size desirable.

xl=xEmphasis on individual student action; instructor normally assists students

individually.

0

1

A

FORM C



Instructional

Areas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING

AREAS

AUXILIARY AREAS

lecture/

m emonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number)

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIRED

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

ii)

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


le 2.

3.

4. S.

6.

leEmphasis on instruction and student reaction; student groups size can be large; electronic and other

t.0teaching aids may be used.

11xEmphasis on student interaction in small seminar groups; small group size desirable.

211:;1Emphasis on individual student action; instructor normally assists students individually.


FORM C


Instructional

kreas

'equired

Number

Required

Student

Capacity

Each

ture/

emonstra-

tion

Yes

No

Seminar

Yes

No

Lab

(specify)

Offices

Area

Libraries

(number)

Rest

Rooms

(number)

Yes

No

LECTURE/

DEMONSTRATION

REAS

REQUIRED::

Yes

No

Yes

No

Yes

No,

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

,REAS

REQUIRED--

Yes

No

Yes

No

Yes NO

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

N

LABORATORY

AREAS

REQUIRED

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2.

3. 4. 5. 6. :2Emphasis on instruction and student reaction; student groups size can be large;

electronic and other


=12:Emphasis on student interaction in small seminar groups; small groupsize desirable.

Emphasis on individual student action; instructor normally assists students

individually.

A


FORM C


Instructional

reas

Required

[

Number

Required

Student

Capacity

Each

In Combination With

LEARNING AREAS

AUXILIARY AREAS

Lecture/

emonstra-

rtion

Seminar

Lab

(specify)

Instructor

Offices

(number )

Area

Libraries

(number)

Rest

Rooms

(number)

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIRED:1

Yes

Yes

NoNo

Yes

Yes

No

No

Yes

Yes

No

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

Nol

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No.

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

,

Yes

No

Yes

No

Yes

No;

Yes

No

Yes

No

Yes

No:.

Yes

No

Yes

No

Yes

No,

Yes

No

Yes

No

Yes

No


1.

2,

3.

4.

5.

6. "Emphasis on instruction and student reaction; student groups size can be large; electronic and other


Emphasis on student interaction in small seminar groups; small group size desirable.

xxNEmphasis on individual student action; instructor normally assists students individually.

0 C-1

-AN

N

A

FORM C


REQUIREMENTS


Instructional

Areas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING AREAS

AUXILIARY AREAS

Lecture/

Demonstra-

tion

Seminar

Lab

(specify)

Instructor

Offices

(number)

Area

Libraries

(number)

Rest

Rooms

(number

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIRED

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED"

Yes

No

Yes

No

Yes

No,

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2.

3.

4. 5.

6. 1=Emphasis on instruction and

student reaction; student groups

size can be large; electronic

and other


Emphasis on student interaction in

small seminar groups; small group

size desirable.

:,1Emphasis on individual student

action; instructor normally

assists students individually.

A

FORM C



Instructional

Areas

Required

Number

Required

Student

Capacity

Each

In Combination With

LEARNING AREAS

AUXILIARY AREAS

Lecture/

Demonstra-

tion

SeminarLab

(specify)

Instructor

Offices

(number )

Area

Libraries

(number)

Rest

Rooms

(number

Storage

Area

Other

LECTURE/

DEMONSTRATION

AREAS

REQUIREDN

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

SEMINAR

AREAS

REQUIRED--

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

LABORATORY

AREAS

REQUIRED---

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No


1.

2,

3.

4. s. 6.

LN

2:Emphasis on instruction and student reaction; student groups size can

be large; electronic and other

A.J4


=Emphasis on student interaction in small seminar groups; small group

size desirable.

=2:Emphasis on individual student action; instructor normally assists

students individually.

FORM D

DESCRIPTION OF LECTURE/DEMONSTRATION AREASTO BE USED PRINCIPALLY FOR REACTION LEARNING


1. Total number of lecture/demonstration areasrequired for the desired programs (see allForm C's).*

2. Student and instructor activities in thesespaces. Indicate the extent to which eachof the activities listed below will occur.

a. Listening to lecturesb. Observing demonstrationsc. Taking notesd. Viewing films, slides, overhead projections,

etc.e.

1 2

1 2

1 2

1 2

1 2

1 2

3

3

3

3

3

3

NNN

NNNf.

3. Spatial relationships. Indicate the extent towhich the lecture/demonstration areas should beaccessible to the:

a. Learning materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other learning areas

1 2 3 N

1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

e. Other building areas1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

4. Furniture and equipment

a. Student seating1) Individual desks and chairs

a) Number of desks and chairs requiredP A NA**

b) Provision for storage Yes No2) Permanent-type desk P A NA

*The planner should bear in mind that lecture/demonstration areascan be shared by students in all occupational preparation programs.

**Code: P = Preferred; A = Acceptable; NA = Not Acceptable. Thisscale is used frequently through this 'D'art of the guide.

El

FORM D

a) Number inquiredb) Provision for storage Yes No

3) Desk and chair combination P A NAa) Number requiredb) Provision for storage Yes No

4) Tables and chairs P A NAa) Number of tables requiredb) Number of chairs requiredc) Provisions for storage Yes No

5) Auditorium-type seating P A NAa) Number of seats requiredb) Permanent type P A NAc) Portable type P A NA

Provision for storage Yes Nob. Stage Yes No

1) Permanent type P A NA2) Portable type P A NA

The approximate area in square feetdesired

3) Adjacent preparation area Yes Noc. Sound amplifying system P A NAd. Controls for regulating light intensity P A NAe. Lectern P A NA

1) Permanent type P A NA2) Portable type P A NA

Provision for storage Yes No3) Provision for electronic tapes Yes No

f. Projection screen1) Built-in type P A NA2) Portable type P A NA3) Approximate dimensions

Provision for storage Yes No4) Provision for rear screen projection Yes No

g. Other equipment required for lecture/demonstration areas are:1)2)

3)

4)

5. Environmental factors

a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aestheticconsiderations important to the planning of thelecture/demonstration areas.

b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerations

35

FORM

important to the planning of the lecture/demonstrationareas.

c. Visual. A properly controlles and balances visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the lecture/demonstration areas.

d. Sonic. Factors to be consi ere in t is category includesuch things as acoustical requirements and sound systems.Indicate any special consideration important to theplanning of the lecture/demonstration areas.

e. Safety. In planning a school building, safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof the lecture/demonstration areas.

6. Vertical instructional surface

a. Chalkboard Yes No1) Wall-mounted P A NA

Number of lineal feet2) Portable P A NA

Provision for storage Yes Nob. Tack board Yes No

Number of lineal feetc. Pegboard Yes No

Number lineal feet

7. Special utility services required

a. Electricity1) Projection equipment Yes No2) Sound amplifying equipment Yes No3) Electrical needs for other equipment

specifya)b)

36

FORM D

c)d)

4) Provision for darkening area Yes Nob. Other utility needs for the lecture/

demonstration areas1)2)3)4)

8. The minimum space requirement in square feet foreach lecture/demonstration area (optional)

. (The planner should be aware of anystate or local regulation or recommendationsconcerning floor space requirements.)

9. Other important factors to be considered in the planning ofthe lecture/demonstration areas are:

37

FORM E

DESCRIPTION OF SEMINAR AREASTO BE USED PRINCIPALLY FOR INTERACTION LEARNING


1.

2.

The number of seminar areas required for thedesired program (see all Form C's).*

Student and instructor activities in theseareas. Indicate the extent to which eachof the activities listed below will occur.

a. Small group discussionb. Viewing films, slides, overhead projections,

etc.c. Demonstratingd. Reportinge. Working on projectsf.

1

1

1

1

1

1

1

2

2

2

2

2

2

2

3

3

3

3

3

3

3

N

NNNNNNg.

3. Spatial relationships. Indicate the extentwhich the seminar areas should be accessibleto the:

to

a. Learning materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other learning areas

1 2 3 N

1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

e. Other building areas1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N

4. Furniture and equipment

a. Seminar table Yes No1) Number required2) Seating for how many persons3) Permanent type 15A-77A4) Portable type P A NA

Provision for storage Yes Nob. Chairs

1) Number required2) Straight-back type P A NA

*The planner should bear in mind that seminar areas can be sharedby students in all occupational preparation programs.

38

FORM E

3) Folding type P A NA4) Provision for storage Yes No

c. Other equipment required for seminarspaces are:1)

2)

3)

5. Envirormental factors

a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special considerationsimportant to the planning of seminar areas.

b. Ae2-ial. Factors to e consi eyed in this category inclu eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of the seminar areas.

c. VisuaZ. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the seminar areas.

d. Sonic. Factors to be considere in this category inclu esuch things as acoustical requirements and sound system.Indicate any special considerations important to theplanning of the seminar areas.

e. Safety. In planning a sc ool iuil ing, sa ety ior studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof the seminar areas.

39

FORM E

6. Vertical instructional surfaces

a. Chalkboard Yes No1) Wall-mounted P A NA2) Number of lineal feet3) Portable

Provision for storage Yes Nob. Tack board Yes No

Number of lineal feetc. Pegboard Ves No

Number of lineal feet

7. Special utility services required

a. Electricity1) Projection equipment2) Sound amplifying equipment3) Electrical needs for other equipment

specify

4) Provision for darkening areab. Other utility needs for the seminar spaces

1)2)

3)

4)

8. Milimum space requirement in square feet loreach seminar area (optional)(The planner should be aware of any state orlocal regulations or recommendations concerningfloor space requirements.)

Yes NoYes

Yes No

9. Other important factors to be considered in the planning ofthe seminar areas are:

1+0

FORM F-1

DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING

1. Student capacity required

2. Student and teacher activities within thislaboratory area

a.b.C.d.e.f.g.h.

j.

3. Spatial relationships desired

a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testing

area)1)2)3)

4)5)6)

b. Laboratory areas to other building areas (e.g.,

metallurgy laboratory adjacent to deliveryarea)1)2)3)4)5)

6y

4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)

a.

b.

C.

d.

e.

41

F -1

f.

g.

h.

±.

k.

1.

M.

n.

o.

FORM F-1


a. Aeothetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.

b. ATFTYT7--Pactors to YO---consfIFFEJ-a-tliaEate-g-iii3rair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area .

1.-aloCalc1MYIL:2

c. noua . A properly controlle-Tah-d-b-danca-visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tass,and speed of performance. Indicate-any special factorswhich should be taken into account in planning the visienvironment of this laboratory area.

d. 21(---Factors to e consiabiedHhi fhis--66.1-egory inclu&such things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

42

[1]

fTIn

FORM F-1

e. Safety. In planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.




(a) Number of lineal feet(b) Provision for storage Yes No

b. Tack board Yes NoNumber of lineal feet

c. Pegboard Yes NoNumber of lineal feet

7. Minimum floor areas in square feet (optional)

a. Floor area in square feet desired for thisentire laboratory area.

b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)2)

3)4)5)6)

sq.ft.

sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.

8. Other important factors to be considered in planning thislaboratory space are:

FORM F-2




a.

b.

c.

d.

e.

f.

g.h.1.

J.


a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)

2)

3)

4)

5)6)

b. Laboratory areas to other building areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)

3)

4)5)

6)


a.

b.

C.

d.

e.

f.

g.

h.

k.

1.

m.

n.

o.

FORM F-2


a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.

b. Aeri,al. Factors to be considered in this category includeair temper-,ture, radiant temperature, relative humidity,and venti; Adon. Indicate any special considerationsimportant to the planning of this laboratory area.

c. Visual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Sonic. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

tf5

F-2

FORM F-2

e. Safety. In planning a sc ool suilsing sa ety for stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.


a. Chalkboard1) Wall-mounted

Number of lineal feet2) Portable

(a) Number of lineal feet(b) Provision for storage

b. Tack boardNumber of lineal feet

c. PegboardNumber of lineal feet



b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)

2)

3)

4)

5)

6)

Yes NoP A NA

P A NA

Yes NoYes No

Yes No

sq.ft.



46

FORM F-3

DESCRIPTION OF LABORATORY AREAS

TO BE USED PRINCIPALLY FOR ACTION LEARNING


2. Student and teacher activities within this

laboratory area

a.

b.c.d.e.

f.

g.h.i.

j.

-3. Spatial relationships desired

a. Areas within the laboratory areas (e.g., heat

treating area adjacent to mechanical testing

area)1)

2)

3)

4)5)

6)


metallurgy laboratory adjacent to delivery

area)1)2)

3)

4)5)

6)

4. Furniture and equipment required (give quantities,

dimensions, specifications, portable or permanent

type, utility requirements, etc.)

a.

b.

c.

d.

e.

f.

g.

h.

is

k.

m.

n.

o.

FORM F-3



b. Aema . Factors to e consi ered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.

c. nsua . A proper y controlle an alance visuaenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. SoInc. Factors to be consiTEFFU-Tri-This category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

48

FORM F-3








Yes NoP A NA

P A NA

Yes NoYes No

Yes No


a. Floor area in square feet desired for thisentire laboratory area. sq.ft.

b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5) sq.ft.6) sq.ft.


1+9

FORM F-4




a.b.C.

d.

e.

f.

g.h.1.

j



2)

3)

4)5)

6)


3)

4)5)

6)


a.

b.

c.

d.

e.

50

.....ara

f.

g.

h.

is

k.

1.

m.

n.

o.

FORM F-4



b. Aersa . Factors to se cons]. ered in t is category Inc u eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.

c. Vssua . A proper y contro 16d-and balanced visuaenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. 8oxi:-C7--1aa-ors to e consi er in tiiis categ-6177-YEETTE-such things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

51

FORM F-4

e. Safety. In planning a sc ool ull ing sa ety or stu ents

and instructors is of prime concern. Indicate any special

safety considerations which have implications for design

of this laboratory area.










sq.ft.

2)sq.ft.

3)sq.ft.

4)sq.ft.

5)sq.ft.

6)sq.ft.

Yes NoP A NA

P A NA

Yes NoYes No

Yes No

sq.ft.

8. Other important factors to be considered in planning this

laboratory space are:

FORM F-5



1 Student and teacher activities within thislaboratory area

a.

b.

C.

d.

e.

E.

g.h.i.

3.



2)3)

4)5)6)

b. Laboratory areas to ot er uilsing areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)3)

4)5)

6)


a.

b.

C.

d.

e.

emodowesmaamow.11.

....aIr*imago

5 3

f.

g

h.

1.

k.

1.

m.

n.

o.

FORM F-5


a. Aeothetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.

b. TJTITYTT--Ti-etors t6-76-Y6FIITEFFETIT-TETI-Eategory irTIETOFair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.11:=811=0:1111

c. nozZdZ:AfifiWfFy contro e an a ance-ff-Viiiiii-environment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. ,Amre. Factors tole consiA6f6d-in'Elfs category-inclu-ae-such things as acousticn1 requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

54

EL

i.

Ii

FORM F-5

°. Safety. In planning a sc ool building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.

6. Vertical instructional surfaces.7





c. ?egboard Yes NoNumber of lineal feet



b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.

sq.ft.6)


55

FORM F-6




a.b.C.

d.e.f.

g.h.1.

i

1,3. Spatial relatioi .iips desired


2)

3)

4)

5)

6)


3)

4)5)

6)


a.

b.

C.

d.

e.

56

ii

f.

g.

h.

i.

ik.

1.

m.

n.

o.

FORM F-6


a. Aesthetic. Factors to,be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.

b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. ndicate any special considerationsimportant to the planning of this laboxatory area.

c. nsua . A properly controlle an alance visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Soni,c. Factors to e consi ere in this category inc u esuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

57

FORM F-6

e. Safety. In planning a sc ool uil ing sa ety or stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.


a. Chalkboard Yes No

1) Wall-mounted P A NANumber of lineal feet

2) Portable P A NA(a) Number of lineal feet(b) Provision for storage Yes No


c. Pegboard Yes No





2)

3) sg.ft.

4) sq.ft.

5) sq.ft.

6) sq.ft.


58

FORM F-7




a.

b.c.

d.e.

f.g.h.1.

j.

1.1.




area)1)

2)

3)

4)5)

6)


metallurgy laboratory adjacent to delivery

area)1)2)

3)

4)5)

6)

4. Furniture and equipment required (give quantities,

dimensions, specifications, portable or permanent


a.

b.

c.

d.

e.

59

f .

g.

h.

ik.

1.

m.

n.

o.

FORM F-7



b. Aerial. Factors to be considrjrifiEfird-E.air temperature, radiant temperature, relative humidity,and ventilation. Indicate any speciP1 considerationsimportant to the planning of this laboratory area.

c. Visual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Sonic. Factors to be considered in this category inclunsuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratol: .71J:ea.

60

ii

tL

(j

FORM F-7

0.11.

e. Safety. ln planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.


a. Chalkboard Yes No

1) Wall-mounted P A NANumber of lineal feet

2) Portable P A NA(a) Number of lineal feet(b) Provision for storage Yes No

b. Tack board Yes No

Number of lineal feetc. Pegboard Yes No




b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.ArEls:1) sq.ft.

2)3) sq.ft.

4) sq.ft.

5) sq.ft.

6) sq.ft.


61

FORM F-8

DESCRIPTION OF LABORATORY AREAS0 BE USED PRINCIPALLY FOR ACTION LEARNING

1. Studenticapacity required


4

3.; Spatial relationships desired



area)1)2)3)4)5)6)

b. Laboratory ai-Tig-TEiFtheTuill."(e.g.,metallurgy laboratory adjacent to delivery

area)1)2)3)

4)5)b)

4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanent


a.

b.

C.

d.

e.

62

11

f.

g.

h.

i.

k.

1.

o.


[1

FORM F-3

[I

[1 b. Aerial. Factors to be considered in this,category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.


F

1ji

iJ

c. Vssual. A properly controlled- and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Sonic. Factors to e consi ere in t is category inc u esuch things as acoustical requirements and sound systems.Indicate any special considerations important to the

planning of this laboratory area.

[.1

63

FORM F-8

e. Safety. In planning a school suileing sa ety or stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.








64

Yes NcP A NA

P A NA

Yes NoYes No

Yes No


b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5)6) sq.ft.

Other important factors to be considered in planning thislaboratory space are:

FORM F-9




a.b.C.

d.e.

f.g.h.i.

is


a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)2)

3)4)

5)6)

b. Laboratory areas to other building areas (e.g.metallurgy laboratory adjacent to deliveryarea)1)2)

3)

4)5)

6)


a.

b.

C.

d.

e.

65

f.

g.

h.

±.

k.

1.

m.

n.

o.

FORM F-9



b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.

c. 177,suca-. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Soni,c. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

66

FORM F-9




Number lineal feet2) Portable P A NA



c. Pegboard Yes NoNumber of lineal feet



b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)2)

3)4)5)6)

sq.ft.


Other important factors. to be considered in planning thislaboratory space are:

67

FORM F-10




a.b.C.

d.e.fs

g.h.i.j.


a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)2)3)

4)5)6)


3)

4)5)

6)


a.

b.

c.

d.

e.

68

1

j

f.

g.

h.

is

isk.

1.

m.

ns

o.

FORM F-10



b. Aerica. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,

and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.

c. 17-1,sual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.

d. Sonic. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.

69

FORM F-10








Yes NoP A NA

P A NA

Yes NoYes No

Yes No



b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5) sq.ft.6) sq.ft.


70

Ui

GENERAL FACILITY REQUIREMENTS

Part A dealt with learning area requirements for the plannedoccupational preparation programs. This section is for recordingdecision on generaZ or school-wide facility requirements. Form G,which follows, requests basic information on those facilities.Form H is provided for any additional considerations with respectto each of the general facilities.

71

SAMPLE FORM G


FacilityNumber

Required

Student

Capacity

Specialization

Combine

With

S.atiai

Relations

Convenient

access To

Student &

Teacher

Activities

Equipment &

Utilities

Required

Environmental

Requirements

Indepen-

dent Unit

ejacent

Areas

Gym

1

CZasses

60

Seating

100

Yes 0

ga eteria

Locker

rooms &

gym fZoo

serving

counter

& t bles

Building

entrance

kitchen,

delivery

& pkg.

-fs

Phys. ed.

eating

meals,

assembZy

Tile fZoor,

removable

tables,

basebaZZ

equipment

s.fsfea er

Optimal Zight

acousticaZ,

air condi-

tioning

Adminis-

trative

Offices

Yes

No

Audito-

rium

Yes

No

Cafe-

teria

Yes

No

Gym

Yes

No

Learning

Material

Center

Yes

No

FORM G

GENERAL FACILITY

REQUIREMENTS

Facility

Number

Required

Student

Capacity

Specialization

Svatial Relations

Student &

Teacher

Activities

Equipment &

Utilities

Required

.

Environmental

Requirements

Indepen-

Combined

dent Unit With

Adjacent

Areas

Convenient

ccess To

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

,

,,

.,,,,,

Yes

No

1

,

4

FORM G


FacilityNumber

Required

Student

Capacity

Specialization

Svatial Relations

Student &

Equipment &

Utilities

Required

Environmental

Requirements

Indepen-

dent Unit

Combined

With

Adjacent

Areas

Convenient

ccess To

Teacher

Activities

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

FORM G


Facility

Number

Required

Student

Capacity

Specialization

Spatial Relations

Teacher

Activities

Utilities

Required

Environmental

Requirements

Indepen-

Combined

dent Unit With

Adjacent

Areas

Convenient

access To

Yes

No

,

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

_

FORM H

ADDITIONAL CONSIDERATIONS


This form is provided in the event there is a need to recordinformation in addition to that which appears oh Form G for any-orall of the general facilities required.

GENERAL FACILITY ADDITIONAL CONSIDERATIONS

76

FORM I

SUMMARY OF TOTAL FACILITY REQUIREMENTS

Learning spaces required (see Form C)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

General facilities required (see Form G)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

-11

EDUCATIONAL SPECIFICATIONS

As stated in Part I, this guide is a document for recordinginformation to be used in the writing of educational specifications.Educational specifications provide the architect with a descriptionof the educational program along with desired spatial needs andrelationships to adequately house the program. It is the architect'sresponsibility to design a building which meets educationalspecifications.

Although the responsibility for preparation of educationalspecifications rests with educators who have planned occupationalpreparation programs in accordance with procedures in this guide,very often competent private and university school plant plannersare called upon for assistance.

An outline of the contents normally included in educationalfacilities is given below.

OUTLINE OF EDUCATIONAL SPECIFICATIONS*

GENERAL

Philosophy and objectivesCommunity characteristicsEnrollmentCommunity useSite and developmentGeneral building design

General interiorarrangement

Multiple usrFunds allocatedFuture expansionLegal aspects

LIST OF FACILITIES TO BE PROVIDED

Summary of facilities for easy reference

DETAILED ROOM DESCRIPTIONS

General space descriptionActivities for each spaceLocation and traffic

circulationFurniture and equipment

StorageAudio-visual requirementsSpecial utility require-

mentsOther special considera-

tions

MISCELLANEOUS REQUIREMENTS

This section should call attention to miscellaneousbuilding features which are not covered in the detailedroom description.

*Source: M. J. Conrad, Four Steps to Better Schools, Admin-istration and Facilities Unit, College of Education, TheOhio Sate University and The Ohio School Boards Association.

78

PART IV

BIBLIOGRAPHY

American Association of Junior Colleges. National Health CouncilCommittee on Health Technology Education. A fop Hcal'hTechnology Program PZanning. American Association of JuniorColleges and National Health Council, 1967.

American Association of School Administrators. Planning Atv'pla'School BuiZdings. Washington, D. C.: The Association, 1960.

American Dental Association, Council on Dental Education. Requirementpfor yhe ApprovaZ of Educational Programs for Denl.al Laboratori,Technicians. Chicago: The Association, 1957.

American Hospital Association. Guide to the Orjaniriation of aHospitaZ Medical Record Department, Chicago: The Association,1962.

Brandon, A. "Management Methods in Libraries--A Symposium--Space Management and Layout." Bulletin of /hfi MedicalLibrary Association, 49 (1961) 523-30.

American Vocational Association. DeveZoping RjitJat'onalSpecifications for Vocational and Practical Arts Faciliti(,..Washington, D. C.: The Association.

Benyon, John. "Campus Planning: Review and Preview." ReportFrom the School PZanning Laboratory, Stanford, California:School Planning Laboratory, School of Education, StanfordUniversity, 1967.

Benyon, John. Study Carrels. Stanford, California: SchoolPlanning Laboratory, School of Education, Stanford University,March 1964.

Boles, Harold W. Step by Step to Better School Facilities. NewYork: Holt, Rinehart, and Winston, 1965.

Brotherton, F. Philip. "Campus Aesthetics." CoZZege Management,II (February 1967), 53-67.

Center for Architectural Research. Educational Facilities withNew Media, Report A: A Guide for Policy Makers. Washington,D. C.: Department of Audiovisual Instruction, NationalEducation Association, 1965.

79

Center for Architectural Research, Educational Facilities with NewMedia, Report B: A Guide for the Design Professions.Washington, D. C.: Department of Audiovisual Instruction,National Education Association, 1965.

Center for Architectural Research. Educational Facilities withNew Media, Report C: A Technical Guide. Washington, D. C.:Department of Audiovisual Instruction, National EducationAssociation, 1965.

Center for Architectural Research. New Spaces for Learning. NewYork: Rensselaer Polytechnic Institute, Troy, New York, 1966.(revised)

Chase, William W.; Browne, Johnny W.; and Russo, Michael. BasicPZanning Guide for Vocational and Technical EducationFacilities. Washington, D. C.: Department of Health,Education and Welfare, U. S. Government Printing Office, 1965.

Calder, Clarence R. Modern Media for Vocational-TechnicalEducation. Connecticut: State Department of Education, 1967.

California. State Department of Education, Division of Instruction,PZanning and Equipping Business Education Classrooms.Sacramento, 1961.

Community College Planning Center. Community CoZZeges in UrbanSettings. Stanford, California: School of Education,Stanford University, 1964.

Community College Planning Center. PZanners and Planning. Stanford,. California: School of Education, Stanford University, 1966.

Conrad, M. J. Four Steps to New Schools. Columbus, Ohio:Educational Administration and Facilities Division of theBureau of Educational Research and Service. The Ohio StateUniversity.

Conrad, M. J.; Wohlers, E. E.; and Griggs, Norman. School PZantPlanning: An Annotated Bibliography. Columbus, Ohio: TheAdministration and Facilities Unit, School of Education, TheOhio State University, 1968.

Chapman, Dave. Industrial Design, Inc. Planning for Schools withTelevision. New York: Educational Facilities Laboratories,1960. (rel:rised)

Educational Facilities Laboratories. Bricks and Mortarboards.New York: Educational Facilities Laboratories, 1964.

Educational Facilities Laboratories. The Impact of Technologyon the Library Building. New York: Educational FacilitiesLaboratories, 1967.

Finchum, R. N. Extended Use of School Facilities. Washington,D. C.: U. S. Department of Health, Education and Welfare, 1967.

80

Gleazer, Edmond J., Jr. "Facilities Outlook for Junior Colleges."American School & University, XXXIX (February 1967), 62.

Green, Alan C. Educational Facilities with New Media. Washington,D. C.: Department of Audiovisual Instruction, NationalEducation Association, 1966.

Guide for Laboratory AnimaZ Facilities and Care. U. S. Departmentof Health, Education and Welfare, Superintendent of Documents,U. S. Government Printing Office, Washington, D. C. 20402.(revised 1965)

Horn, Francis H. "Meeting Higher Education's Physical Plant Needs."American School & University, XXXXIX (February 1967, 40-41.

Illinois Teacher of Home Economics. Volume VIII, No. 3, Urbana,Illinois: University of Illinois.

Jamrich, John X. To BuiZd or Not to Build. New York: EducationalFacilities Laboratories, 1962.

Johnson, B. Lamar. Starting A Commumity College. Washington,D. C.: American Association of Junior Colleges, 1964.

Larson, C. Theodore. SER 1: Environmental Atetracf.s. Ann Arbor,Michigan: College of Architecture and Design, University of

Michigan, 1965.

Larson, C. Theodore. SEE 2: Environmental Evcauaticns. Ann Arbor,Michigan: College of Architecture and Design, University oi

Michigan, 1965.

Larson, C. Theodore. SER 3: Environmental Analysis. Ann Arbor,Michigan: College of Architecture and Design, University of

Michigan, 1965.

Leu, Donad J. PZanning Educational Facilities. The Center forApplied Research in Education, 1965.

Lewis, Harry F. Laboratory PZanning for Chemistry and ChemicalEngineering, New York: Reinholt Publishing Co., 1962.

Meckley, Richard F.; Conrad, M. J.tand Valentine I. E. A Guide forPZanning Facilities for Home Economics Occupational PreparationPrograms. Columbus, Ohio: The Center for Vocational andTechnical Education, 1968.

Merlo, Frank P. and Walling, W. Donald, Guide for PZanning CdmmunityCoZZege Facilities. New Brunswick, New Jersey: Division ofField Studies and Research, Rutgers--The State University, 1964.

McKee, Robert L. and Ripley, Katherine J. The Documentation ofSteps to EstabZish a Technical College and the Evaluation ofPERT as a PZanning Tool for Educators. Bailey's Crossroads,Virginia: Unpublished report, 1966.

81

Michigan. Department of Public Instruction. Industrial EducationFacilities. (Bulletin No. 2135) Lansing, 1964.

Modern School Shop PZanning. Ann Arbor, Michigan: PrakkenPublications, Inc., 1965,

National Committee for Careers in Medical Technology. MedicalLaboratory Asssitant, Suggested Guide for Training Program.Washington, D. C.: The Committee, 1966.

National Council on Schoolhouse Construction. NCSC Guide forPlanning Plants. East Lansing, Michigan: The Council, 1964.

National Council on Schoolhouse Construction. Secondary SchoolPZant PZanning. East Lansing, Michigan: The Council, 1957.

New Hampshire. State Department of Education, Division ofVocational-Technical Education. A Guide for TeachingVocational Office Education in the Secondary Schools of NewHampshire. Concord, 1966.

New Jersey. Department of Education. Suggested List of BasicEquipment Requirements for Furniture, Machinery, PortableEquipment. Trenton, New Jersey, 1966.

New York. State Education Department, Bureau of Business andDistributive Education. Business and Distributive EducationCZassrooms and Facilities. Albany, 1965.

North Carolina. Department of Public Instruction. A Digest ofEducational Planning. Raleigh.

North Carolina. Department of Public Instruction, The Divisionof School Planning. School Design. Raleigh.

Ohio. Department of Education, Division of Vocational HomeEconomics. Guide for Planning the Home Economics Department.Columbus, 1964.

Ohio. Department of Education, Division of Vocational Education.Suggested Space and Equipment Costs for Job Training Programs.Columbus, 1967.

Pennsylvania. Department of Public Instruction. Bulletin 277,Shorthand for Business Education Departments in Pennsylvania'sPublic Schools. Harrisburg, 1965.

Pennsylvania. Department of Public Instruction. Bulletin 275,Typewriting for Business Education Departments in Pennsylvania'sPublic SchooZs. Harrisburg, 1962.

Peterson, Clarence E., and Weinstein, Emanuel. Suggested Techniquesfor Determining Courses of Study in Vocational and TechnicalEducation Programs. Washington, D. C.: Office of Education,U. S. Department of Health, Education and Welfare, 1966.

"Practical Consideration in the Use of Television in Continuation

82

Medical Education." Journal of MedicaZ Education, 38, 2

(February 1963), 75-79.

Public Health Service, Division of Dental Public Health andResources, Manpower and Education Branch. Dental SchoolPZanning. Washington, D. C.: U. S. Department of Health,Education and Welfare, 1962.

Public Health Service, Division of Hospital and Medical Facilities.Electronic and ReZated EZectricaZ Equipment in Hospitals.Washington, D. C.: U. S. Department of Health, Education andWelfare, 1963.

Public Health Service, Division of Hospital and Medical Facilities.EZements of Progressive Patient Care. Washington, D. C.:U. S. Department of Health, Education and Welfare. 1962.

Public Health Service, Division of Hospital and Medical Facilities.PZanning the Patient Care Unit in the General Hospital.Washington, D. C.: U. S. Department of Health, Education andWelfare, June 1962.

Public Health Service, National Institutes of Health. Constructionof Health Facilities and Hospitals and MedicaZ Facilities.Washington, D. C.: U. S. Department of Health, Education andWelfare, 1965.

Public Health Service, National Institutes of Health. Design ofLaboratory Facilities. A CZassified List of SeZected References,1981-623 Supplement I, 1949-1963. Washington, D. C.: U. S.Department of Health, Education and Welfare, 1963.

Public Health Service, National Institutes of Health. SpacePZanning Principles for Biomedical Research Laboratories,Washington, D. C.: U. S. Department of Health, Education andWelfare, 1963.

Public Health Service. GeneraZ Clinical Research Centers Program.Washington, D. C.: U. S. Department of Health, Education,and Welfare, 1962.

Public Health Service. Hospital Electrical Facilities. Washington,D. C.: U. S. Department of Health, Education and Welfare, 1964.

Public Health Service. Medical Education Facilities. Washington,D. C.: U. S. Department of Health, Education and Welfare, 1964.

School Planning Laboratory. A. Window to the Future. Stanford,

California: School of Education, Stanford University, 1964.

School Planning Laboratory. Spectrum of Electronic Teaching Aidsin Education. Stanford, California: School of Education,Stanford University, 1965.

School Planning Laboratory. Trends in Facility DesignVocational-Technical Continuing Information Program. Stanford, California:School of Education, Stanford University, 1966.

83

Small School Center Facilities Laboratory. Proceedings of theNationaZ Conference on Vocational-Technical Facility Planning.Reno, Nevada: Small School Center Facilities Laboratory,College of Education, University of Nevada, 1967.

Selden, William. Planning the Facilities for Business Education.Monograph 112. Cincinnati: South-Western Publishing Company,December 1964.

Selden, William and Meyer, Bernadine. "Business EducationFacilities, Supplies and Aids." Eastern Business TeachersAssociation Yearbook, Vol. XXXVI. New York: New YorkUniversity Campus Stores, 1963.

Selden, William and LaSalle, James. "Facilities for TeachingBusiness Data Processing." American Vocational Journal,April 1966.

Spillman, Edra. "The Multidiscipline Laboratory." Journal ofMedical Education, 33, 2, (February 1958), 168-174.

Stewart, William H. Partnership for Pla,ning. Washington, D. C.:Public Health Service, Department of Health, Education andWelfare, 1966.

Strevell, Wallace H., and Burke, Arvid J. Administration of theSchool BuiZding Program. New York: McGraw-Hill BookCompany, Inc., 1959.

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